Ten steps towards school staff wellbeing

Lauren Garland, Tim Linehan, Natalie Merrett, Jaime Smith and Charlotte Payne Foreword

Concerns about the mental health and wellbeing of children and young people are currently in the public spotlight. However, any conversation about supporting our children’s wellbeing must also include how we support our teachers. We must do more to support school leaders, teachers About Anna Freud National Centre and other school staff to ensure that their mental health and wellbeing is prioritised. If we don’t recognise for Children and Families the importance of this we will fail not only staff, but the children and young people they support. Who we are What we do The huge response that we received to this consultation tells us that education professionals Anna Freud National Centre for Children We bring together leaders in have much to say and share about their own wellbeing and Families has developed and delivered neuroscience, mental health, social in school. We have been given the opportunity to pioneering mental health care for care and education to work together to hear about the fantastic and creative work already over 65 years. improve understanding and practice. taking place in schools all over the country. These contributions give us a strong and encouraging Our aim is to transform current mental Our goal is to develop, disseminate foundation for exploring the best way forward to health provision in the UK by improving the and deliver the best possible evidence- ensure that our schools are wellbeing schools, quality, accessibility and effectiveness of based treatment, through scientific prioritising the mental health and wellbeing of the treatment.We believe that every child and innovation, research and collaboration and whole school community. their family should be at the heart of the underpinned by the direct experience and This resource is based on the views of school staff care they receive, working in partnership insight of children and their families. who participated through our Schools in Mind learning network and those who responded to our Teacher Tapp with professionals. survey. I would like to thank every single one of them for Our vision is a world where children and their participation. I hope that this resource provides families are supported effectively to build some helpful materials and encourages schools to on their strengths and to achieve their reflect that if they want to make a success of promoting children’s mental health, this can only be achieved by goals in life. giving the staff wellbeing the consideration it deserves.

Our Patron: Her Royal Highness The Duchess of Cambridge The Anna Freud Centre, operating as the Anna Freud National Centre for Children and Families, is a registered charity, number 1077106, and a company limited by guarantee, company number 03819888. Jaime Smith Registered address Website Director of Mental Health and Wellbeing in Schools, 12 Maresfield Gardens, London, NW3 5SU www.annafreud.org Anna Freud National Centre for Children and Families

Other addresses Telephone 1st Floor, Jordan House, 47 Brunswick Place, London, N1 6EB 020 7794 2313 38 Mayton Street, London, N7 6QR Email Manchester Institute of Education, University of Manchester, [email protected] Oxford Road, M13 9PL

Ten steps towards school staff wellbeing 1 Introduction There is no question that teachers and school There is also an ethical imperative to ensure leaders are committed to working as hard as ever teachers and their colleagues are well supported to support children and young people to flourish when it comes to their mental health and and reach their full potential. However, the wellbeing. Teaching is a tough job. It can be contexts they are working in can be challenging. immensely rewarding but also physically and Schools are operating in a climate of limited emotionally draining. Almost a fifth (19%) of staff resource; the hours can be long and the workload who responded to our consultation said that their and pressure great. As well as supporting pupils work never has a positive impact on their mental to achieve academically, staff may encounter wellbeing. This resource draws on the views and children, young people and families who are experiences of school staff from around the experiencing complex issues in their lives. There country to explore what makes their working lives may be serious concerns over safeguarding, and challenging, and to suggest some practical steps there is some evidence to suggest an increase schools could take to help improve staff wellbeing. in the prevalence of children’s behavioural and emotional problems over recent years.1,2 There are at least three reasons why it is important and timely to address this issue. The first is that the government’s Green Paper on children’s mental health puts schools at the heart of promoting mental health for young people.3 To achieve this, schools must first identify the needs of staff and find out why some struggle with the pressures of the job. Second, there is a growing movement acknowledging the need for employers to promote the mental health of their staff. Mind’s Mental Health at Work campaign, About the consultation funded by The Royal Foundation, is one example of this. Finally, many schools face recruitment and This resource is based on a school staff wellbeing 2. Schools in Mind consultation retention issues, and the current interest in staff consultation which ran in May 2018 through our Through our Schools in Mind learning network we wellbeing provides an opportunity to look at how Schools in Mind learning network. Respondents invited school staff, in any role, to respond to a improving the experience of staff might perhaps were self-selecting. The consultation approach set of open-ended questions. The online survey contribute to addressing these issues. aimed to capture the views of a large number of was open and publicly accessible for eight days school staff over a brief time, as part of a broader during May 2018. We received 684 responses to set of activities the AFNCCF is undertaking to the survey. support schools to become ‘wellbeing schools’. The consultation consisted of two parts: School staff were asked to provide details of approaches or initiatives that have worked well in their setting, several of which appear in this 1. Working with Teacher Tapp resource as case studies, together with case studies collected at regional Schools in Mind Teacher Tapp is a mobile app through which events during July 2018. 1 Deighton, J., Lereya, T., Patalay, P., Casey, P., Humphrey, N., & Wolpert, M. (2018). Mental Health Problems in 11-14 year-olds: school staff in the UK answer three questions Results from the first HeadStart annual survey of 30,000 children . London: CAMHS Press. each day. Across three days in May 2018, we 2 Fink, E., Patalay, P., Sharpe, S., Holley, S., Deighton, J., Wolpert, M. (2015). Mental health difficulties in early adolescence: A Journal of Adolescent Health asked teachers nine closed-ended questions comparison of two cross-sectional studies in England from 2009 to 2014. , 56, 502-507. relating to staff wellbeing via the app. Each 3 Department of Health and Department for Education (2017) Transforming Children and Young People’s Mental Health question received over 2,400 responses. Provision: a Green Paper https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/664855/Transforming_children_and_young_people_s_mental_health_provision.pdf Quantitative data and methodological detail are included in Appendix B.

2 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 3 Is there a staff mental health lead or champion who is responsible for 1 coordinating the school’s approach to staff mental wellbeing, and ensuring it remains on the agenda?

Is there a mental health policy that addresses the needs of staff? Is it regularly 2 reviewed? How is the policy embedded and communicated so that all staff are aware of it?

Ten steps How does the ethos of the school promote openness about mental 3 wellbeing, and encourage staff to feel comfortable sharing concerns? towards school Are there opportunities for supervision to help staff feel confident they are 4 taking the right decisions when supporting pupils experiencing complex staff wellbeing issues (including safeguarding and mental health, for instance)?

Every school is different, and when it comes to Could supervision be offered outside of line management, for those who do supporting staff wellbeing what works will vary 5 not feel comfortable approaching their manager with concerns about their according to the unique environment of each mental wellbeing? Do staff know how to access external sources of support? setting. Our consultation has highlighted the diversity of approaches to supporting the mental Could measures to reduce workload or to limit hours spent working outside health and wellbeing of staff. We have outlined ten questions, based on the views of staff who 6 of the school day be trialled – for example, by reviewing marking policies and responded, that schools may wish to bear in mind email protocols? Does the senior leadership team (SLT) lead by example when approaching staff wellbeing. These questions when it comes to limiting emailing at evenings and weekends? are considered in greater detail in the Thinking about boxes throughout this resource. Is there a comfortable, dedicated physical space within the school where 7 staff members can take time out if needed?

Are there opportunities for staff to participate in activities with colleagues 8 that are not linked to their work (for example social events, exercise classes, or creative groups)?

Is it feasible to introduce a staff wellbeing survey, to help understand the 9 key issues in your school, and the impact of any measures you are taking to support staff wellbeing?

10 Is the mental wellbeing of staff an agenda item at staff and governor meetings?

4 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 5 How does work affect school staff wellbeing?

My work has a positive impact on my mental health and wellbeing: Addressing some of these issues requires a systemic Ofsted: Requires approach, or measures that rely on additional funding. Improvement 75% All of the time 2% While we are mindful of the financial pressures many schools are experiencing, respondents emphasised Ofsted: Good 62% Often 23% the impact that smaller scale changes could have on supporting staff wellbeing. Ofsted: Outstanding Some of the time 55% 53%

Not at all 19% Have felt stressed or unhappy as a result of n=1693 workload/work-life balance

Most school staff said that their work has a positive impact on their mental health often or some of the time. This is consistent with research carried out by the Institute of Education and the National Institute of Economic and Social Research, which found that school employees in the UK express high levels of job Staff care and support satisfaction and are more committed to their organisations than employees elsewhere in the economy.4 School culture However, it is a cause for serious concern that nearly a fifth (19%) say that their work has no positive effect on their mental health and wellbeing. Although this is a small-scale finding, it highlights the Respondents emphasised the importance of feeling listened to, appreciated and understood, and that need to place the mental wellbeing of the whole school community, including staff, at the heart of the recognition for good work goes a long way towards making staff feel valued. Likewise, staff said that school’s agenda, to encourage staff to come forward and speak about their concerns. during particularly difficult times, acknowledgement that today must have been hard can be validating. The consultation highlighted the importance of positive relationships among colleagues, and particularly the value of building a sense of staff ‘togetherness’. Respondents suggested various ways Key themes schools might work toward this. Several aspects of the job can present challenges to the mental health and wellbeing of school staff. “I believe a highly effective, organised and supportive SLT who understand their staff members and adapt to meet their needs has a massive impact on staff Key among these challenges are workload and work-life balance, and concerns about pastoral issues wellbeing and mental health. Fortunately, we are lucky enough here to have relating to pupils. that.” Have any of the following caused you to feel stressed or unhappy at work over SEND role, primary school the last 2 weeks? (Select as many as apply)

17% 10% 62% Relationship I have not felt stressed Thinking about culture and ethos Workload and with parents or unhappy at work over the last 2 weeks » work-life balance » Are staff encouraged to talk about and reflect on challenging situations? 49% » Accountability (e.g. » Do staff feel appreciated? How do you know? performance, test 42% »» Do staff have space and time at school to get to know one another? Could occasional team scores, inspections) Administrative breakfasts or weekly coffee and cake be organised, to encourage staff to chat informally? 25% tasks Relationship 39% »» Are social events away from school offered, to facilitate teambuilding and help staff to feel with colleagues Pastoral concerns 23% supported by one another when back at work? relating to pupils Relationship (e.g. mental health, with SLT »» Is it feasible to offer free or low-cost activities in school such as yoga, mindfulness and safeguarding) sports clubs, to aid relaxation and to bring colleagues from across school together?

4 www.ucl.ac.uk/ioe/news/2018/mar/school-staff-more-satisfied-their-jobs-employees-other-workplaces-study-reveals

6 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 7 Staff care and support Seeking support A small minority would seek help from their GP or a mental health professional if they felt worried or If I felt stressed or worried at work, I would be most likely to seek help from: stressed at work. While this might suggest that some are able to manage with the support of family, (Select as many as apply) friends and colleagues, it is crucial that all school staff are aware of the sources of professional support School available should they need additional help. The availability of counselling services and employee assistance programmes (such as the one offered byEducation Support Partnership) was identified by some as an important way to support mental wellbeing, albeit one which has resource implications for schools. Respondents felt that where mental health provision is available in-school to pupils, this should likewise be accessible to staff.

Supervision Friends or family A colleague Line manager S LT Nobody GP MH professional 62% 57% 32% 19% 11% 8% 4% Respondents said that regular supervision separate from line management, and 1-1 or in small groups, n=1664 might help them to manage the emotional impact of their work and to feel supported with serious concerns about the wellbeing of pupils. Complex situations relating to children’s mental health and safeguarding can be stressful even for specialist staff, which is why support in the form of supervision School staff draw on a range of resources when feeling stressed is offered to mental health specialists. The word ‘supervisor’ may suggest directing a staff member’s or worried at work. Friends and family were the source of support work, but most models of supervision also emphasise its supportive function. Supervision provides identified by the greatest number in our consultation. Over half an opportunity to think about the needs of pupils or to consider an area of work the staff member is would approach a colleague in a similar role, with fewer indicating finding especially challenging, and it can reduce the sense of being alone in dealing with a problem. that they would turn to their line manager or SLT. It is, perhaps, a cause for concern that 11% would not approach anyone with Supervision is different from staff counselling. In staff counselling the staff member is the focus work-related stress and worry. of the discussion, whereas in supervision the aim is to support the staff member with work tasks and challenges. However, it is recognised in supervision that stress may impact on the capacity of a member of staff to manage their work well. More information of supervision in schools can be found in 11% of school staff would not approach our booklet: Supporting staff wellbeing in schools. anybody if they felt stressed or worried at work. While several respondents suggested supervision would be beneficial for all staff, the need for supervision for pastoral staff came across most strongly. Some said supervision should be led by a trained mental Staff said that open discussion of mental wellbeing is important in encouraging individuals to come health practitioner who is independent of the school, while others thought peer supervision would be forward if they are struggling. 39% respondents agreed that open conversations about mental effective. What staff believe is crucial is feeling comfortable sharing concerns openly. wellbeing are encouraged in their school. While often the issues that have an impact on staff mental wellbeing are school-related, personal life circumstances can affect staff at work (and vice versa) and respondents felt this should be actively acknowledged. Thinking about accessing support » Strongly agree Agree Disagree Strongly disagree N/A » Are staff encouraged to talk about mental health and wellbeing, both formally and informally? In my school, staff are 4% 35% 42% 13% 6% »» Do staff feel supported when it comes to their mental wellbeing? How do you know? encouraged to speak openly »» Do staff know how to access professional mental health support if they need it? Does your about their mental wellbeing. school share details of organisations who can provide help and support? n=1693 »» Do you have the budget to buy counselling services or employee assistance programmes? »» Are there opportunities for supervision, and could supervision outside of line management “[For staff] to have time to talk with their colleagues without having to rush, be considered? pretend that they’re okay, or fear how others may think, feel or act.” Safeguarding lead, primary school

8 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 9 Case studies Meadow High School, Middlesex Lessness Heath Primary School, Bexley

Involving and empowering staff School staff are valued A voluntary group of staff from all teams at »» recognition awards: staff note colleagues who Lessness Heath Primary School has placed a School leaders have noticed that staff at Lessness Meadow High School identified that they are going above and beyond, and at the end huge focus on the wellbeing of the whole school Heath are taking responsibility for their personal wanted greater involvement in decision making of the year there is a staff recognition awards community. Emphasis has been placed on staff performance and are more able to use a solution- processes, so working parties were set up. These evening, with bronze, silver, gold and platinum wellbeing to help promote teacher retention and focussed approach, discussing any issues that include a wellbeing working party which organises awards to create happy staff for the pupils at the school. arise within the protected supervision time. Senior regular events for staff (usually seasonal), Leaders report a reduction in the number of staff »» ‘thank you’ treats for support staff on including: coming to them with personal issues. Staff of National Teaching Assistants’ Day » course still have concerns sometimes, however » pancake breakfasts » Staff supervision » staff can have online shopping purchases these are now often approached within the safe » The school has found the introduction of » briefings with cake delivered to the school office space supervision provides supervision to be a vital strategy within its » » a summer barbeque Results of the school’s biannual work-life balance wellbeing plan. Staff in some roles have been survey fed in to the development of the wellbeing »» free Pilates offered access to clinical supervision, while the working party. The PTA donated money to fund A new feedback policy » majority are offered supervision by colleagues in » reduced price pamper evenings the various ideas. school, using a coaching approach. Senior leaders Lessness Heath believes that staff are its »» Friday staff wellbeing box: a name is drawn provide one-to-one reflection space for all staff. most valuable resource, as well as being its from a box and that staff member chooses Supervision has created a space for professionals most expensive resource. The school felt that a small ‘thank you’ gift, and has a fun picture to reflect on their systems of knowledge, teachers’ time could be used more efficiently, and taken which is shared with staff attitudes, and values related to teaching, whilst therefore introduced a new feedback policy under providing an insight into their professional which teachers are no longer required to mark development. books. The new policy is based on responsive teaching. Face to face feedback adds relational One teacher shared her view on the relational value and allows for teachers to be more Gordon Primary School, London impact this process has had on her responsive to pupil needs. Teachers comment classroom environment: Managing staff stress that they now have more time in the evening for “These sessions have facilitated a self-care and spending time with their family and Gordon Primary School is trying to introduce a A Learning Mentor is planning a weekly ‘open door’ safe space for me to explore not only friends, creating a better work-life-balance: number of small, steady, sustainable changes to session after school, offering staff a place to talk. the needs of myself as a professional embed in the school. In addition, the Learning Mentor and the SENCO/ but also the needs of my pupils; it “Our new feedback policy has given me Inclusion Manager plan to start monthly peer back significant portions of my time For example, weekly yoga classes have been set up has given me a greater insight into supervision groups to help staff feel less isolated that I can now refocus on next steps in school with a local instructor. Due to the number unconscious thoughts and feelings that when dealing with challenging experiences. may be acting a barriers to positive for learning as well as allowing me to attending the cost is minimal. These classes are spend more time with my family.” well attended by teaching and support staff, and The school designed its own staff voice relationships within my classroom.” those who attend seem more ‘connected’. questionnaire around mental health resilience with seven short questions and a box for Staff have accessed workshops on managing thoughts for improvement. Staff were surveyed stress and worry from a local service, Greenwich before Easter and the survey will be repeated Time to Talk, and free training from the Charlie at the end of the school year to see if there has Waller Memorial Trust on anxiety and depression, been a change. to open up conversations around mental health and improve understanding of difficulties.

10 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 11 Working with pupils who are experiencing difficulties

Staff said that supporting children and young people with social, emotional and mental health (SEMH) needs, or those who are experiencing complex issues in their lives, can have a significant impact on their own mental wellbeing. “Supporting children through difficult times can be stressful in that it’s hard to leave it all at school when I go home. Knowing that some children are enduring home situations which are not ideal is not easy to disengage from.” Learning mentor, primary school When difficult situations with pupils arise, some respondents said they need a moment to process what has happened, and that going back to teach a class directly afterwards can feel challenging. Some suggested that a stronger focus on social and emotional skills and less pressure to achieve progress points, particularly for pupils with special educational needs, could benefit both staff and pupil wellbeing. Respondents highlighted the importance of clear policies on managing challenging behaviour, which are communicated and consistently implemented across the school. Some added that these procedures should be developed with the support of parents and carers. As well as highlighting the potential value of supervision, respondents said that easier access to external mental health services and better links with colleagues in children’s mental health and social care would help to reduce the pressure they experience. As part of the proposals laid out in the Green Paper, we expect that schools and colleges will be asked to identify a Designated Senior Lead for Mental Health, whose responsibilities will include oversight of a whole school approach to mental wellbeing, and knowledge of local services and referral routes for children and young people. We expect too that the government will provide training programme help prepare these individuals for their new roles.5

Thinking about working with pupils who are experiencing difficulties »» Is there a space staff can go to if they need to take a moment after dealing with a difficult situation? Knowledge of and training in mental health »» Is there a designated mental health lead, who has knowledge of local mental health services A smaller proportion of respondents felt that increasing the understanding of mental health across the and referral routes for children and young people? whole school community should be a priority. As one respondent put it, it’s important that there is an » » Are policies and strategies on challenging behaviour clear, transparent and understood by all appreciation that: members of staff? Did staff and parents/carers have input into these policies? “Mental illness is an illness and not just a failure of the member of staff to 'keep up with the pace'.” Some said that staff training which looks at identifying and supporting pupils who are experiencing mental health difficulties would have a positive impact for staff, increasing their confidence in recognising and responding to issues when they arise. Specific areas for training include signs that pupils may be struggling, attachment issues, anxiety and supporting children and young people who have experienced bereavement. Respondents also suggested that training which builds resilience in staff to deal with change and with challenging circumstances would benefit wellbeing, as would better knowledge of external supports available to both staff and pupils. Although training often has a cost, some helpful materials are freely available on the Mentally Healthy Schools website. 5 Department of Health and Department for Education (2017) Transforming Children and Young People’s Mental Health Provision: a Green Paper https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ file/664855/Transforming_children_and_young_people_s_mental_health_provision.pdf

12 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 13 Workload and work-life balance

“Constantly having an endless list of jobs to do and rarely having sufficient Work-life balance uninterrupted time in which to complete them…it makes me feel like I’m Respondents to our consultation made several suggestions to restore a healthier work-life balance. treading water and can’t stop, which is exhausting.” These included leaving laptops at work, and the introduction of protocols outlining the times at which Deputy head teacher, primary school staff are advised not to check or reply to emails. One respondent asked for greater clarity about: Our consultation reflects what many reports have identified in the past – that feeling overwhelmed by “Which parts of our job we are expected to do in school and what is meant to be quantity of work is a major source of stress for school staff, and addressing workload would make the done in our own time.” single biggest contribution toward improving wellbeing.

Which single initiative among the following do you feel would be the most valuable Protected breaks to improving your mental wellbeing at work? Respondents said that finding time for a break during the school day can feel difficult, but that Increased information, training and awareness 4% protected breaks (which do not involve supervising pupils) are important in looking after their own about staff mental wellbeing wellbeing. Physical space should be considered – respondents value staff rooms that are quiet and comfortable, and some suggested an outdoor area specifically for staff would be welcomed. Peer support 3% “More time to reflect and breathe in the busy school day. Somewhere to go where staff/students are not able to grab you for a quick chat about a student Access to occupational health/professional 4% mental health support or school related matter.” Teacher, secondary school Time off and flexible working schemes 13%

Reduction in workload 58% Thinking about workload and work-life balance Limiting working hours 7% »» Are marking policies regularly reviewed, with input from staff? »» Does the school have a guidance or protocols on working and emailing outside of school hours? Cannot answer / not relevant 3% Does SLT lead by example when it comes to limiting emails outside of working hours? »» Have staff been asked whether they think they staff room is comfortable, and what could More/better supervision from managers 7% be improved?

Other 2% n=1655

There was an overwhelming feeling that teachers were struggling with the volume of administrative Assessments and accountability tasks they are required to undertake; When respondents were asked what had caused them to feel stressed or unhappy at work in recent “There is so much paperwork in the role now; planning, marking, assessment ladders, action plans, monitoring notes, meeting notes - it goes on. Until the weeks, nearly half referred to the pressure of performance, test scores and inspections. Some excessive workload is addressed, mental health will suffer.” reflected that a strong focus on academic outcomes can mean that the broad range of supports staff provide to pupils are not always recognised. Some feel under pressure to move pupils on and worry This is an area that is difficult to tackle given the pressures schools are under. Yet even in this about leaving less able pupils behind. One respondent acknowledged the potential to pass the stress challenging area, respondents suggested several approaches that could go some way toward they experience as a school leader on to other members of staff: improving work-life balance and helping workload feel more manageable. For example, some schools are trying out new policies to lessen the quantity of marking staff are expected to undertake. “I think there is a lot of pressure on leadership with regards to children attaining the expected standard or making expected progress. Although I try not to transfer this onto staff, it is not always possible. I think reducing the high stakes accountability measures on schools would go some way to reducing stress.”

14 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 15 Case studies Rickley Park Primary School, Milton Keynes Tapton School, Sheffield

Prioritising staff wellbeing Achieving balance Staff wellbeing is a priority at Rickley Park. The were firmly rooted in evidence of impact on Work-life balance At the start of the academic year, staff were school has developed a staff wellbeing action children’s learning. SLT drafted a proposal before asked to share a photo and brief sentence Reporting requirements and departmental plan, wellbeing is a termly agenda item at the presenting it to staff for feedback. The policy has explaining how they look after their mental health meetings were reduced at Tapton School to Governing Body meeting and a Staff Wellbeing removed double and triple marking and allows for and wellbeing. These are now part of a corridor support staff mental health and show that the Lead is in place. professionalism and judgment as to when in- display and have provided a great talking point school takes staff wellbeing seriously. The school depth marking is required. among staff and students. The school mental Making staff feel valued is essential to Rickley also changed its email protocol: the server is now health and wellbeing and resilience worker, as well Park’s approach, with gestures from the head Next, the school looked at assessment, reviewing switched off between 7pm and 6am Monday to as supporting students, offers confidential drop teacher (such as making cakes, or soups for the number of hours spent imputing data into Friday, and at weekends. Cutting out work-related in sessions for staff as well. The school also has a lunches) to acknowledge the hard work of all tracking programmes and for what purpose. emails at evenings and weekends has helped staff mental health and wellbeing statement. staff. For the head teacher, knowing her team and A child-friendly stepping stones assessment to plan and manage their time better, so they are having an interest in their lives outside of school system was devised; this has the core purpose more relaxed and prepared for school. is important. She follows the mantra of; ‘look after of informing next stage learning and does not your staff and they will look after the children’. involve resubmitting data or analysis of points. Continuing Professional Development (CPD) and upskilling staff Free staff breakfasts and lunches are organised, Rickley Park reviewed its homework policy in Mental health, wellbeing and happiness As a National Teaching School, Tapton School as well as social events with other local schools. A consultation with staff and parents, resulting in a The leadership at Tapton School believes that leads Fields of Learning alliance. This has recent Sports Relief challenge saw 45 members no marking agreement for homework tasks. The positive mental health and wellbeing belongs provided a fantastic opportunity to upskill staff in of staff in 3 teams competing in a step challenge. school changed its approach to annual reports at the very heart of a school, a key part of its supporting student mental health and wellbeing. Subsequently, a whole school social chat was too, buying into an assessment tracker that prints practice. The impact of everyday decisions and It is also important to provide training for all staff established with a ‘no work talk’ rule. A ‘staff annual reports, saving teachers considerable new policies on staff mental wellbeing is always to help support their own mental health and shout out’ board in the staffroom is a space time. The requirement of written preparation for considered. A staff wellbeing and happiness wellbeing. SLT believe that it is important that where anyone can thank a colleague for their parents’ evenings has also been removed. group regularly meet. Activities organised in work or support. Staff can also be nominated for staff look after their own mental health and Three hours planning, preparation and school to support staff wellbeing and happiness the monthly ‘Awesome Award’ that comes with a wellbeing, supported by the school, to be able to assessment time is allocated to all full-time range from a coffee and cake get together at trophy and a photo in the staffroom! care for students. teachers, and planning time is given to those who break to walking clubs and circuit training. cover classes. Teaching assistants are also allowed time to prepare resources, particularly those who Workload reduction work with children with additional needs. After As a focus for the school, workload is regularly school meetings are avoided where possible. mentioned in emails and at meetings and training. All staff were asked to take part in a ‘stop, start For the head teacher, leading by example is key, and continue’ task held during the school day. with a clear message at the bottom of her emails Staff reflected on what they would ‘stop’ doing stating that no one is expected to respond outside as it has little impact on children’s development, of working hours, and she models this by not what they would ‘start’ doing to assist with sending emails in the evenings or at weekends. workload and child development and what they The leadership team were asked to review would ‘continue’ doing. The school believes that the marking policy last autumn with a view gathering feedback from staff is essential to to reducing workload, providing the changes workload change.

16 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 17 Supporting mental health in a struggling school: view from a head teacher As an experienced headteacher of secondary schools and having worked in different types of schools as a senior leader, I am aware that there is no "one size fits all" model for staff wellbeing. My most challenging experience with staff wellbeing was leading a school judged Inadequate by Ofsted. Initially, staff faced an inordinate amount of pressure from inspections by both the Department for Education and Ofsted, as well as a great deal of media and political interference. There was a huge financial deficit to sort out, with an accompanying staff restructure. In an atmosphere of such high accountability and pressure, it was unrealistic to expect staff to speak freely about their mental health to line managers. In this context, as a senior team we took the decision to invest in a Staff Welfare Officer who was not a member of the accountability structure but who was given the same pay and resourcing as a subject leader. Members of staff were able to speak confidentially to the Staff Welfare Officer, who could signpost to other resources if necessary. One such resource involved a further investment. We commissioned Worklife Support (now Education Support Partnership). This service provided staff with a confidential helpline, and although I received a report telling me how many times the service had been used, staff using the service remained anonymous. Five days of free face-to- face counselling per staff member was included, as well as support with family life, finances, health and work-life balance. A representative from Worklife Support attended every INSET Day to remind staff of the services on offer. Finally, another effective offer to teaching staff was the opportunity for their lessons to be covered by a member of the senior team so they could work from home; this helped significantly with planning and marking. The school was eventually judged Outstanding by Ofsted by which time there was a much greater distribution of leadership throughout the organisation; staff themselves came up with solutions for staff wellbeing, either as individuals or within their teams, and they were less wary about speaking to their line mangers about mental health.

18 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 19 Embedding staff wellbeing from the top

Overall, 38% of respondents in our survey believe that their SLT takes active measures to support staff If I approached my manager with concerns about my mental wellbeing, I am confident mental wellbeing. This figure rises to 61% for SLT and 81% for head teachers. While the reason for this that I would be well supported. difference is unclear, it emphasises the importance of communicating and engaging all staff around mental wellbeing. It may be that in some schools, approaches to promoting staff wellbeing have been Agree developed, but have not been communicated effectively. Where this is the case, it is important for 46% leadership teams to consider what would help ensure messages about staff wellbeing are received – for instance including staff wellbeing as a standing item on the agenda for staff and governor meetings. Disagree 17% In my school we have a mental health/wellbeing policy in place, which includes the Strongly agree mental wellbeing of staff. 27% Strongly disagree 7% Key Yes No Can’t answer / not relevant 4% Don’t know n=1679 Cannot answer/not relevant

Most respondents (72%) feel confident about getting managerial support when it comes to their mental wellbeing, although some (23%) disagree. Causes of frustration include inconsistent messaging, poor forward planning, and the length and frequency of staff meetings. Some said that strong leadership from an SLT could have a “massive” impact on staff wellbeing. “A senior leadership team who understand mental health and wellbeing and how it impacts on pupils, parents and staff; who are able and willing to think A key way to ensure that the mental health and wellbeing of staff is embedded in schools is having an strategically about practical steps that can be put in place to meet the up-to-date mental wellbeing policy that addresses staff wellbeing. Less than a quarter of staff in our identified need.” survey said that such a policy is in place in their school. Interestingly, the largest group of respondents While mental wellbeing is everyone’s responsibility, respondents said that it is crucial for SLT to actively did not know whether their school has a mental wellbeing policy which covers staff, and this highlights lead staff in modelling and embedding wellbeing practices across the school. A key challenge for the importance of communication about policies where they are in place. leadership teams is feeling confident in their approach and communicating it clearly. Respondents reflected that clear and consistent messages from SLT and a culture of transparency are important in ensuring all staff feel ‘in the loop’ about changes and events, such as new policies and exam timetables. Communication among staff when things are going well is important too, to develop an ethos of encouragement, validation and gratitude. Strongly Agree Neither agree Disagree Strongly agree nor disagree disagree Clear lines of management were also identified as important in supporting staff wellbeing. So too was the My school leadership 7% 31% 28% 24% 9% opportunity for staff to say when they are struggling with workload and pressures of the job, and to discuss any problems with managers before they escalate. team takes active steps to support the mental wellbeing of all staff. n=1659 Agree or strongly agree that SLT takes active steps to support the Thinking about embedding staff wellbeing mental wellbeing of all staff. »» Does your school have a mental wellbeing policy, which is regularly reviewed and which covers staff wellbeing? Are staff aware of the policy? Have they had input into its development? Head teachers 82% »» Are changes and important messages communicated to staff in a clear and timely way? S LT 61% »» How are governors engaged in promoting staff wellbeing? »» Is the wellbeing of staff a standing item at staff and governor meetings? Classroom teachers 31%

20 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 21 Case studies St Joseph and St Bede RC Primary School, Bury Cherbourg Primary School, Hampshire

Bringing head teachers together Developing a dialogue between governors, SLT and staff The head teacher at St Joseph and St Bede RC their school through huge changes. Other At a Governing Body meeting in 2017, one of management role felt they didn’t always have Primary School has been involved in a group sensitive issues shared include dealing with Cherbourg Primary School’s governors asked a voice. At first the head teacher found this called the ‘Do It Yourself Conference’, set up conflict and budget cuts. “what is our role in supporting staff wellbeing difficult to hear, but upon reflection realised to reduce the feeling of being alone as a head and what can we do to help?”. This sparked a that they had been pre-emptive in believing Through co-coaching one head teacher made teacher, and the feeling of being alone in making discussion about what governors should do in everything was fine. the decision to seek a new post and move difficult decisions. relation to staff wellbeing. The head teacher her family to the Lake District to find a better The head teacher apologised to staff for felt that the school’s existing approach to The group meets at least twice a year. Each balance between her home and work life. Group listening and not hearing on this subject and staff wellbeing was strong and innovative, with session is chaired by two members of the group. members have visited each other’s schools for asked for ideas on what was working and what good relationships among staff, family friendly Members have taught themselves co-coaching inspiration and undertook informal but honest could be improved. The school then began policies and the ability to earn days off in lieu of (an approach based on active listening in a reviews. They have a good understanding of each to put together a wellbeing policy that would running activities out of school hours. The initial supportive relationship that focuses on finding other with trust being a vital ingredient. incorporate the views of staff, ensuring that it conclusion was that the day-to-day strategies solutions to a specific problem and planning reflected the school’s practice and hopes for Members of the ‘Do It Yourself Conference’ spend and responses should be managed by SLT, and the next action), and an unresolved problem or improvement. The draft policy was shared with half a day co-coaching one another on difficult that monitoring the effectiveness of those concern is shared at each conference. Together, staff and governors and feedback and further situations and the second part of the day sharing procedures was the role of governors. members of the group discuss the issue with suggestions were sought. Alongside the staff good practice. All members are expected to share those who have the experience and expertise to It was anticipated that staff would be pleased wellbeing policy, the school developed a positive a new initiative or an area of improvement. guide a plan of action. that governors had considered their wellbeing. mental health policy that would cover the whole The head at St Joseph & St Bede felt restored The head teacher passed the message on to school community. For example, one head teacher felt worried that and revived by attending the group, and would staff, explaining that they felt staff wellbeing was a school they had recently moved to was ill- The conversation on wellbeing is ongoing at return to school with renewed vigour. For something the school was good at, but inviting prepared for an imminent Ofsted. Co-coaching Cherbourg Primary School. The school learned those considering setting up a similar group, staff to share if there was anything more they enabled them to seek clarity and acceptance. that rather than ticking the wellbeing box, it is she advises starting with a group of six to nine felt governors could do. Members of the group suggested some ways more valuable to regularly hold up a mirror to like-minded head teachers, if possible from she might think about this situation: “Would it be After a couple of weeks, the staff governor their practice, addressing the blemishes as they different areas, to promote a wider view of what is so bad if the school went into a category? It may reported that some colleagues thought the occur and celebrating the successes! happening in education, and holding the session be the right thing for the school and you would subject had been passed over too quickly, away from the school setting to allow some Cherbourg Primary School’s wellbeing policy is get help”. This gave the head teacher some and that the school could do more to support distance from everyday work. included as an appendix to this resource. respite from the mental exhaustion of taking wellbeing. Staff felt communication was good but could be improved, and staff who had no

22 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 23 Measuring and monitoring mental wellbeing

In my school the mental wellbeing of staff is measured and monitored.

Key Yes No

Don’t know

Cannot answer/not relevant

n=1659

Three quarters of respondents in our survey reported that the mental wellbeing of staff is not monitored in their school. This is perhaps unsurprising, given that measuring wellbeing in schools has only come to the fore in recent years. Wellbeing surveys can carry costs, but where they are possible they can help schools to understand what the key issues are for their staff, and therefore which areas for improvement should be prioritised. Staff surveys can also provide insight into the impact of any steps taken to improve wellbeing. As highlighted by staff in our consultation, it is crucial that staff feel listened to, and wellbeing surveys are one tool that help to promote staff voice. The Education Support Partnership provides a staff survey service for schools.

Relationships with parents and carers Thinking about monitoring staff wellbeing »» Is it feasible to introduce a periodic staff survey in your school, to explore what the key issues A small but vocal group of staff addressed the issue of relationships with parents and carers and its are when it comes to staff wellbeing, and to keep track of any change over time? impact on wellbeing. Two respondents shared worries about damage caused to teachers’ reputations » by parents using social media. Others highlighted the value of proactive parenting support, without » How might you understand the impact of any the steps you are taking to support staff which there is a risk of pupil mental health being “left to schools”. wellbeing? Are staff asked which measures they feel are having a positive impact? One respondent suggested that a guidebook setting out the expectations of a parent and teacher relationship might help to reduce or address tensions arising between school staff and parents. Another said that complex referral processes should be replaced by effective support and advice to children, teachers and parents, with face-to-face sessions. Some school staff wanted better support to manage difficult relationships with parents, and some felt that parents themselves needed greater access to support.

24 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 25 Case studies The Family School, London, and Anna Freud National Centre Peterhouse School, Southport for Children and Families A wellbeing action plan informed by a staff survey Engaging with parents and carers Peterhouse is a specialist school for children ran a Wellbeing Project, forming a Wellbeing Team and young people on the autism spectrum. All and developing an action plan, guided by ‘Time to Research shows that if parents and carers are A crucial component of The Family School’s pupils have special educational needs and many Change’. Peterhouse made a ‘Time to Change’ actively involved in their children’s learning at practice is to work with groups of parents together. present with challenging behaviours. A significant employers pledge in January 2017 to demonstrate school, pupils are more likely to thrive – both in This helps to reduce the sense of isolation, stigma proportion of pupils have mental health issues. its commitment to staff wellbeing. terms of academic performance and general and blame that is common following an exclusion. Supporting these complex pupils can result in a Staff at all levels supported the initiative. An initial wellbeing. However, when a child presents with Once parents know that they are not alone and challenging work environment for staff. worrying or challenging behaviour, relationships that others are experiencing similar difficulties staff survey in November 2016 informed the between school staff and parents can sometimes they report a huge sense of relief and can make The school prides itself on its support of each action plan, and a follow-up survey in March 2017 become strained. progress, with the support of their peers. pupil’s individual needs. Pupils can access a monitored progress. The surveys were based on school counsellor and there is an emphasis on Mind’s advice on ‘taking stock of mental health in In some circumstances, an approach from Staff at the AFNCCF have also developed the confidence and self-esteem. However, many the workplace’. Some of the results are included the school to parents regarding their child’s highly successful Multi-Family Groups in schools staff felt their needs were being overlooked and in the table below. difficulties may not be received well. Parents may model, designed as a way of intervening early morale seemed low. To address this, the school be experiencing difficulties in their own lives and with pupils who are struggling to manage. Strongly Strongly might feel overwhelmed and unable to meet the School staff are trained in how to run a weekly Agree Disagree request for help with their child in a constructive group where parents are invited to join in a agree disagree way. In this scenario, relationships between home programme of help for their children. Parents There is an awareness of mental health Initial staff survey 10% 47% 27% 13% and school can break down. Staff can become become closer to the school and collaborate in and this is talked about openly Follow-up survey 34% 57% 9% 0% disheartened as they witness the pupil continuing thinking about practical ways of supporting each I feel confident that I can open up about Initial staff survey 3% 63% 18% 13% to struggle, and parents and carers might express other and their children with emerging problems mental health issues Follow-up survey 31% 59% 10% 0% frustration that their child is failing, but that no one and difficulties. The groups operate in close Initial staff survey 10% 47% 27% 10% from the school understands or is willing to help. conjunction with teachers across the school so I am aware of the support available to me in work with regards to mental health that changes originating in the family group are Follow-up survey 31% 62% 7% 0% The Anna Freud National Centre for Children and transferred into the classroom. For Line Managers: I know how to respond Initial staff survey 8% 46% 31% 15% Families (AFNCCF) has pioneered two ground- if a member of staff approaches me with a breaking ways of helping staff, children and young Staff have reported a greater sense of professional mental health problem, and feel confident Follow-up survey 42% 50% 8% 0% people and families to overcome their difficulties fulfilment by leading a programme that works with to support them at school. The Family School London is an families who are experiencing difficulties. Changes Alternative Provision school which helps children can be dramatic, which benefits the individual Table 1: Results from Peterhouse School’s staff survey on mental health in the workplace. presenting with complex emotional, behavioural child and their family, and which also has a positive The actions the school has taken in order to Peterhouse feels that its work on wellbeing has and mental health difficulties at school. Its vision is impact on the wider school community. support staff wellbeing include: had a big impact, with improved staff morale and to create a learning context for all, with integrated The AFNCCF has produced an online training » a greater willingness to come forward with issues mental health delivery provided by frontline staff » Extending school counsellor services to staff programme and training manual for how to set up and seek help when needed, as well as positive throughout the school day. » and run family groups in schools. » A comprehensive training programme, with comments from Ofsted about retention and the Parents and other significant family members an Inset day on mental health for all staff and support staff receive. further training for selected staff, for example are involved in The Family School at all times in To build in on this work, Peterhouse has applied in Mental Health First Aid relation to their child’s attendance and difficulties. for the ‘Wellbeing Award for Schools’. Toward this, » The weekly Parent Learning Programme is » Two staff acting as Employee Champions the school carried out another staff wellbeing attended by approximately 60% of the school’s »» Awareness raising initiatives such as survey in July 2018 which showed further parent population, and the remainder meet improvement. Its current development focus regularly in school at other times, around work or noticeboards and Time to Talk Day » is on more advanced training for selected staff, family commitments. » Making staff aware of the support available, improving parental engagement and support, and including the Employee Assistance Programme reviewing pupil voice mechanisms. The school is »» Regular meetings of the Wellbeing Team to also looking to strengthen links to other schools monitor progress and plan further actions and networks, to share ideas and good practice.

26 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 27 Discussion We were overwhelmed by the number of and consultation is needed to establish priorities responses to our school staff wellbeing for the staff at a particular school and what is consultation. The level of engagement alone likely to have a positive impact. indicates that this is an issue that many of those Schools are on a learning curve. Although many working in schools feel strongly about. Of course, have been promoting pupil mental health for those who participated in this consultation some time, they have only been asked explicitly make up only a small proportion of school staff to do so in recent years and there has been little nationally, and further research is needed to to suggest that staff wellbeing should be equally identify exactly what the issues staff experience high on the agenda. With the publication of the are, what support should look like, as well as its Green Paper it may be that we are in a transition cost and value to the school community. period, where the importance of staff wellbeing Although the sample size was small, it is has been registered in many schools, and it is concerning that nearly one in five respondents now time to be open about staff wellbeing and reported that their work never has a positive put it at the heart of school practice. impact on their mental health and wellbeing. Not We hope this report helps to extend the dialogue only is it worrying that this proportion of staff about this important issue, and suggests some should feel unhappy at work, but it is unlikely too ways forward for school leaders and teachers that these staff are reaching their full potential who are looking for ways to support mental in offering pupils the support they need to wellbeing in their setting. learn and thrive. Moreover, if school staff are expected to take on more work in identifying This resource was co-produced by the AFNCCF, Support and guidance and supporting children and young people with the 684 school staff who contributed their Schools in Mind is a free network for school Foundation with Heads Together. mental health issues, it is essential that they thoughts through our Schools in Mind survey, the staff and allied professionals hosted by the are supported with regard to their own mental 2,400 Teacher Tapp respondents, the hundreds mentalhealthatwork.org.uk/ AFNCCF. We provide a trusted source of health, both to help them deal with the complex of attendees at our regional workshops and the accessible information and resources that issues that others present to them and to 7,800 members of our Schools in Mind network teachers and school leaders can use to support manage their own mental wellbeing. who regularly use our resources and contribute Mindful Teachers is an international community their own thoughts. We thank you for making this the mental health and wellbeing of their whole of educators and helping professionals Despite the challenges discussed, the resource possible. If you are not a member of school community. Recent resources include a committed to mindfulness and compassion. consultation highlighted a real appetite among Supporting Staff Wellbeing in Schools our free Schools in Mind learning network please booklet: . staff to share what has worked well in their mindfulteachers.org join us here. We are grateful to Teacher Tapp for annafreud.org/what-we-do/schools-in-mind/ schools when it comes to supporting staff supporting the delivery of the survey, and to the wellbeing. Approaches range from trying out National Association of Head Teachers (NAHT) NHS Five Steps to Mental Wellbeing new marking policies to reduce workload, and the head teachers’ Quality Assurance Panel Mentally Healthy Schools is a site providing introducing staff questionnaires to measure nhs.uk/conditions/stress-anxiety-depression/ at the AFNCCF for providing feedback on the quality assured resources on children’s mental and monitor mental wellbeing, and training, improve-mental-wellbeing/ draft of this resource. health for primary schools. Funded by the Royal support and supervision to help staff manage Foundation it is a legacy project of the Heads when working with pupils who are experiencing Together campaign and is run by the AFNCCF, Education Support Partnership is a charity complex difficulties. Some of these approaches Place2Be and Young Minds with expert guidance dedicated to improving the health and wellbeing can be introduced for free while others require form the Centre for Mental Health and NAHT. resources and, given the financial pressures of teachers and the entire education workforce. many schools are experiencing, careful thought mentallyhealthyschools.org.uk It offers a free, confidential helpline to all those working in education in the UK.

Mental Health at Work is an online gateway educationsupportpartnership.org.uk/helping- to resources, training and information aimed you/telephone-support-counselling at transforming mental health in the workplace 5 Department of Health and Department for Education (2017) Transforming Children and Young People’s Mental Health in the UK. Mental health at Work has been Provision: a Green Paper https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/ developed by Mind and is supported by The Royal file/664855/Transforming_children_and_young_people_s_mental_health_provision.pdf

28 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 29 Appendix A Example staff wellbeing policy Mental Health Champion All staff should be mental health champions, but it is important for the staff to have a named person to maintain the importance of mental health issues and to champion their interest. A member of staff will be agreed each two years by self-nomination and an interview process by the Inclusion Team. This role will be to champion Cherbourg Primary School mental health for the school community, not to be directly responsible for it. The role will include promotion of well-being materials; being a ‘listening ear’; acting as a signpost for other services or professionals, relaying ideas and information to senior staff that could further improve wellbeing in school; having oversight of school improvement plans to ensure that mental health promotion has a key place; help to reduce barriers to mental health in school by promoting positive language in relation to mental health. To support the well-being of our staff our priorities are: Language – to be mindful of the language we use to talk mental health at all times Wellbeing Policy Communication – to encourage individuals to communicate their needs and concerns Relationships – to promote good relationships between staff through training, time and tea (other drinks are Created by Whole Governing Body Monitored by Whole Governing Body available!) Date adopted July 2018 Last reviewed Kindness – to promote the importance of treating people as we would want to be treated ourselves Review cycle Annual Next review July 2019 Tolerance – for different ways people think and act, providing our goal of ensuring good outcomes for pupils is not affected. Mental health is a state of well-being in which every individual realises his or her own potential, can cope Respect – for how a staff member may want to manage their own mental health or health, providing this doesn’t with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to impact on the safeguarding of our pupils. her or his community. Harmony – to promote ways of being with each other, including times when opinions differ, or when a person (World Health Organization) becomes upset with another. Equality – to ensure all staff having an equal right to well being in the workplace The biggest asset our school has is its staff; the biggest asset they have is their health and wellbeing. This Trust – to develop a supportive process in which staff can trust, for the continued wellbeing of staff policy is intended to outline the ways in which we can work together to make sure our school is a safe, caring and happy place to work, which, if we get it right, can help to enhance individual wellbeing, through Empowerment – to ensure staff members feel a part of the decisions which affect them. This includes personal fulfilment and professional identity. This in turn will benefit our pupils and our community. consultation on key decisions which affect individual staff, including policies and a genuine right to reply and appeal on decisions which may have an adverse affect. We spend more daylight hours in school than at home, so it is important that we can have ownership of many of the decisions that affect us and that we have agency in our working lives. We can do this, even in areas where we Balance – to recognise the demands of workload on staff and to find ways to ensure a good balance over a school have no choices about what we do (e.g. SATs, or deadlines for assessments), by taking responsibility for these year, between work that is necessary for good outcomes for pupils and time to enjoy when not at work. actions and approaching the tasks in our own way. All our work should be healthy, safe and supportive and governors have a responsibility to ensure our practices What works well at Cherbourg Primary? contribute to staff wellbeing. This includes monitoring staff absence and regularly requesting feedback from staff • We all talk to each other and are very good at being ‘aware’ of each other. governors about wellbeing. Governors recognise the importance of the wellbeing of staff in our school. • Club Days! Being able to go to our own children’s assemblies and sports’ days. We advocate a holistic, proactive approach to managing health and rehabilitation issues at work, with everyone • If someone notices someone isn’t ‘quite right’ but they don’t feel they can approach them they’ll flag it to a working together, staff, leadership team, governors, HCC human resource, occupational health and health and parallel teacher or colleague who is closer to them. safety professionals, to: • Learning support staff and class teachers know when colleague’s ‘snowed under time’ is here (testing, data, • tackle the causes of workplace injury and ill health, including stress and anxiety reports etc) and release them or enable dedicated time out of class. • address the impact of health on employees' capacity to work, providing support for those with disabilities • Inset Days offer a variety of time for pupil progress meetings and time to learn. and health conditions and rehabilitation • Staff offered time and/or financial support towards professional development. • promote healthier lifestyles and wellbeing to help improve the general health of the workforce • We laugh a lot. Where requested, confidentiality can be important in establishing trusting relationships and rehabilitation, • We share a philosophy of education. providing the safety of the person, or others is not compromised. However, where possible, staff are encouraged • Diverse characters and personalities with a shared dedication and commitment. to share their mental and/or physical needs in an open way with colleagues, to maximise support networks available. This practice also helps to de-stigmatise issues related to health conditions in the workplace. • Staff ideas for change listened to.

30 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 31 Appendix A continued

• Staff can communicate concerns in person, email or text. Where can I go for support and guidance? • Staff supported to debrief incidents of violent or aggressive behaviour from pupils with social, emotional and • Hampshire County Council confidential counselling service on 023 8062 6606 is highlighted on each page mental health needs. of this document and is an excellent support service. • We work together towards a school improvement plan, which staff contribute to the formation and the evaluation. • Health Assured is a free confidential service for employees and can offer counselling within two weeks of • Regular briefings and communication accessible to all staff first contact for employees and family members. People can self-refer by phoning 0844 892 2493 or go to www.healthassured.org/ • Shared events, such as end of year parties and occasional trips to the theatre. • To see what Improving Access to Psychological Therapies (IAPT) are available in your area, go to www.nhs. • Guardian Angels, run every few years. uk/Service-Search/Psychological%20therapies%20%28IAPT%29/LocationSearch/10008. By putting in • A significant number of staff express interest in mental health and wellbeing issues and promote this through your postcode you can see what services are available, including iTalk, and which services have self-referral. emails and posters for example. • Eastleigh Wellbeing Centre is one of six centres in Hampshire, as part of Solent Mind. They can be contacted at: Eastleigh Wellbeing Centre How do we know? 111 Leigh Road, Eastleigh, SO50 9DS • Low sickness rate amongst staff for minor illness. Phone: 023 8061 1458 • Children offered a good range of clubs throughout the year, ensuring staff receive club days in return. Email: [email protected] • Changes implemented through governing body include, learning support payments for taking class for whole or half days; learning support staff offered additional time or payment for residential trips to offset disparity If you are concerned a colleague is suffering from poor mental health and needs support beyond that of their with teaching staff paid hours. usual health professional, you can contact the Eastleigh & Romsey Mental Health & Substance Misuse Social Care Team for anonymised advice, or gain permission of the adult to phone for specific advice on referrals. The • Occupational Health offered to support our staff to return to work, or manage health conditions. team can be contacted at: • Three staff undertaken foundation degrees in the last year and two achieved Masters qualifications in the Hampshire House last two years. 84-98 Southampton Road, Eastleigh SO50 5PA • Many individuals are able to talk openly about their mental health/and or personal situations and find Phone: 01794 526050 solutions to aid their wellbeing. • Staff are able to be honest when they are finding a professional situation difficult, knowing colleagues will offer solutions. Other useful websites are: • Good staff retention www.annafreud.org/what-we-do/schools-in-mind/ • Staff generally feel valued, as reported in Ofsted staff survey. www.mentallyhealthyschools.org.uk • Staff and governors are ‘very ambitious for the pupils in your care and passionate about improving the quality www.Mindfulteachers.org of provision for all pupils, particularly the most vulnerable’ Ofsted 2018. • Posters up around school to support wellbeing of pupils and staff. www.nhs.uk/conditions/stress-anxietydepression/improve-mental-wellbeing/ www.educationsupportpartnership.org.uk/helping-you/telephone-support-counselling

What would we want to happen to further improve staff wellbeing? www.mentalhealth.org.uk/ • Reintroduce Friday tea club. www.mentalhealth.org.uk/sites/default/files/how-to-manage-and-reduce-stress.pdf • Offer better furniture for those with back issues. www3.hants.gov.uk/hampshirecountycouncil/portal-help/school-services/schoolstaffresilience/ • Set up a ‘wellbeing team’ with staff and governors. resiliencestafftools.htm • Build trust and safe areas for communication that are accessible for all staff. • Agree a work email free time zone at weekends. • Revisit our understanding of free speech; i.e. it is okay to disagree without it being deemed as negative. Look after your own wellbeing • Develop our debrief procedures for staff where there has been an incident or altercation with another adult (e.g. a parent or neighbour). • Further improve induction for new staff • Gather views of all staff to ensure all staff feel they have equal voice. • Improve access to professional supervision for staff managing child protection

32 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 33 Appendix B

The quantitative data emerged from the Teacher Percentages presented in this resource have been Phase Gender Family Job seniority Tapp responses, and were prepared by Education calculated from a weighted base to make the pool Intelligence Ltd. They relate to school staff in of respondents more representative of the teacher state-funded primary and secondary schools population in state-funded schools in England. in England. While we recognise that the issues For example, the Teacher Tapp panel has too few

discussed are relevant to all those working middle-aged primary teachers from Yorkshire Base All Primary Secondary Female Male Has children No children Classroom Classroom teacher teacher Classroom with significant leadership responsibilities leadership Senior head) (exc. team Headteacher in schools, quantitative data relates to staff and West Midlands so these respondents were Q1 Have any of the following caused you Weighted 1677 667 765 1165 415 665 938 657 686 159 59 occupying the following roles: classroom teacher, given a higher than average weighting. Population to feel stressed or unhappy at work over classroom teacher with significant middle characteristics are drawn from the School the last 2 weeks? Unweighted 2446 743 1209 1479 707 1012 1162 574 669 341 104 leadership responsibilities, senior leadership team Workforce Census and re-weighted by gender, age, Q2 If I approached my manager with Weighted 1679 667 765 1166 415 665 939 658 686 159 59 (excluding head teacher), and head teacher. role seniority, region and school phase. concerns about my mental wellbeing, I am confident that I would be well supported. Unweighted 2449 744 1209 1481 708 1012 1163 575 669 341 104

Government official region Ofsted rating Q3 If I felt stressed or worried at work I Weighted 1664 658 763 1154 414 656 934 650 686 159 56 would be most likely to seek help from: Unweighted 2435 738 1205 1471 705 1003 1158 569 667 340 103

Q4 In my school the mental wellbeing of Weighted 1659 657 782 1148 421 644 945 44 697 149 65 staff is measured and monitored. Unweighted 2432 718 1205 1478 694 981 1171 569 679 328 108 Base All East Midlands East of England London North East North West East South West South Midlands West and Yorkshire the Humber Outstanding Good Requires improvement Q5 In my school, staff are encouraged to Weighted 1693 662 782 1170 441 657 948 663 683 158 72 Q1 Have any of the following caused you Weighted 1677 141 188 260 48 136 219 149 182 176 354 910 222 speak openly about their mental wellbeing. to feel stressed or unhappy at work over Unweighted 2464 749 1212 1459 725 1010 1168 577 675 341 115 the last 2 weeks? Unweighted 2446 176 257 392 68 240 392 195 182 183 482 1217 276 Q6 In my school, we have a mental health/ Weighted 1693 662 782 1170 441 657 948 663 683 158 72 Q2 If I approached my manager with Weighted 1679 141 188 260 48 136 219 149 182 176 354 910 222 wellbeing policy in place, which includes the concerns about my mental wellbeing, I am mental wellbeing of staff. Unweighted 2464 749 1212 1459 725 1010 1168 577 675 341 115 confident that I would be well supported. Unweighted 2449 176 257 393 68 240 392 195 182 183 482 1218 276 Q7 My school senior leadership team Weighted 1659 657 782 1148 421 644 945 644 697 149 65 takes active steps to support the mental Q3 If I felt stressed or worried at work I Weighted 1664 140 186 260 48 135 218 149 179 173 353 904 218 wellbeing of all staff. Unweighted 2432 718 1205 1478 694 981 1171 569 679 328 108 would be most likely to seek help from: Unweighted 2435 175 256 393 68 238 391 192 181 182 481 1211 274

Q8 My work has a positive impact on my Weighted 1693 662 782 1170 441 657 948 663 683 158 72 Weighted 1659 132 188 260 44 140 225 144 186 171 363 892 217 Q4 In my school the mental wellbeing of mental health and wellbeing. Unweighted 2464 749 1212 1459 725 1010 1168 577 675 341 115 staff is measured and monitored. Unweighted 2432 175 255 372 64 236 407 186 180 177 475 1207 264 Q9 Which single initiative among the Weighted 1655 654 780 1146 419 644 941 643 693 148 65 following do you feel would be most valuable Q5 In my school, staff are encouraged to Weighted 1693 141 192 256 48 133 230 148 199 177 368 913 226 to improving your mental wellbeing at work? Unweighted 2425 713 1203 1473 693 978 1167 568 676 327 108 speak openly about their mental wellbeing. Unweighted 2464 173 264 380 72 235 415 187 187 368 492 1224 284

Q6 In my school, we have a mental health/ Weighted 1693 141 192 256 48 133 230 148 199 177 368 913 226 Table 2: This table shows the number of respondents to each question of the Teacher Tapp survey, wellbeing policy in place, which includes the mental wellbeing of staff. Unweighted 2464 173 264 380 72 235 415 187 187 368 492 1224 284 including the weighted and unweighted base, and respondents’ gender, family status, job seniority and school phase where known. Q7 My school senior leadership team Weighted 1659 132 188 260 44 140 225 144 186 171 363 892 217 takes active steps to support the mental wellbeing of all staff. Unweighted 2432 175 255 372 64 236 407 186 180 177 475 1207 264

Q8 My work has a positive impact on my Weighted 1693 141 192 256 48 133 230 148 199 177 368 913 226 mental health and wellbeing. Unweighted 2464 173 264 380 72 235 415 187 187 368 492 1224 284

Q9 Which single initiative among the Weighted 1655 132 187 259 44 140 225 144 185 171 362 889 217 following do you feel would be most valuable to improving your mental wellbeing at work? Unweighted 2425 175 253 370 64 235 406 186 179 177 473 1202 264

Table 1: This table shows the number of respondents to each question of the Teacher Tapp survey, including the weighted and unweighted base, and respondents’ region and the Ofsted rating of their school where known.

34 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 35 Our work with schools

As a leading evidence-based children’s mental mainstream primary and secondary schools. health charity, the Anna Freud National Centre The schools team at the AFNCCF is delivering for Children and Families is committed to the interventions as part of the trial, either helping schools to support the wellbeing of directly to children and young people or by their pupils, parents and staff. training teachers and other school staff. The Evidence Based Practice Unit (a collaboration Through our Schools in Mind learning network between the AFNCCF and UCL) is evaluating the we share academic and clinical expertise, trial. Results will be published in March 2020. disseminate best practice and translate research findings into practical, accessible tools for schools. By joining online, school staff can Big Lottery Fund HeadStart Evaluation access a range of events, training, consultation and resources to support the mental health and The EBPU is also evaluating HeadStart, a wellbeing of the whole school community. This is five-year, £56 million National Lottery funded a guide to some of our work. programme set-up by the Big Lottery Fund, the largest funder of community activity in the UK. It aims to explore and test new ways to improve Department for Education (DfE) Mental the mental health and wellbeing of young people Health and Schools Link Programme aged 10 to 16 and prevent serious mental-health issues from developing. We are collecting data We are delivering the DfE Mental Health and from over 30,000 young people in 144 schools Schools Link Programme, working with 1,200 over a period of five years to evaluate evidence schools and colleges across 22 sites. This brings about what does and doesn’t work locally to together mental health leads in schools and benefit young people now and in the future. colleges with Children and Young People’s Mental Health Services (CYPMHS) to embed long term do not need to travel to off-site clinics. All therapists in the team have expertise in delivering The generosity of our incredible collaboration and integrated working. Wellbeing Measurement for Schools highly specialist and innovative therapeutic supporters ensures our work with Wellbeing Measurement for Schools is an interventions in primary, secondary and special schools is possible. Find out how you DfE Peer Support for Children and Young approach developed by Child Outcomes school settings. can support us at: People’s Mental Health and Emotional Research Consortium (CORC) and the Evidence www.annafreud.org/support-us Wellbeing Programme Based Practice Unit (EBPU) that allows you to We are working with over 100 schools, colleges measure wellbeing across a whole year group, The Family School, London and children and young people’s community using a set of validated questionnaires. The online The AFNCCF collaborates with and supports The organisations across England to develop survey assesses the emotional wellbeing, mental Family School, an alternative provision (AP) school and establish peer mentoring programmes, health and resilience of pupils. The Wellbeing for children who have been excluded or are at risk to support the mental health and emotional Measurement Report analyses responses for of exclusion from mainstream school. The school wellbeing of children and young people. The your school to provide evidence of strengths and works with families and their children in school programme started in September 2017 and will challenges, and help you plan support. For more and has, so far, successfully reintegrated 65% of continue to June 2019. information, visit the CORC website. pupils within four terms. Of these placements, 95% are sustained.

DfE Children and Young People’s Schools Outreach Mental Health Research and Evaluation Our Schools Outreach Service is for children, Programme: Education for Wellbeing young people and families who are struggling Education for Wellbeing is a programme with complex difficulties which have an impact implementing and evaluating five different on behaviour in the classroom and beyond. mental health interventions across 400 The service is delivered in schools so families

36 Anna Freud National Centre for Children and Families Ten steps towards school staff wellbeing 37 Our Patron: Her Royal Highness The Duchess of Cambridge The Anna Freud Centre, operating as the Anna Freud National Centre for Children and Families, is a registered charity, number 1077106, and a company limited by guarantee, company number 03819888.

Registered address Website 12 Maresfield Gardens, London, NW3 5SU annafreud.org

Other addresses Telephone 1st Floor, Jordan House, 47 Brunswick Place, London, N1 6EB 020 7794 2313 38 Mayton Street, London, N7 6QR Email Manchester Institute of Education, University of Manchester, [email protected] Oxford Road, M13 9PL